Most Workers of Japanese industrial firms are periodically trained with fixed programs. The training courses are, however, not necessarily interesting or enjoyable. Especially, young workers soon get bored. They wish to take courses beyond those of the fixed programs. They are looking for heartfelt, passionate lectures or courses in social/behavioral sciences.
As far as I have observed, the same thing can be said about engineering major college students.
The Author, as a company-in-service-instructor and college lecturer, has so far tried to find out the ways in which the students become more interested in training courses.
The purpose of this paper is twofold: First, to stress the importance of teaching evaluations; second, to give practical hints to increase students' interest in training based on the Author's own teaching experiences in a company and on campus.
Specifically, the Author introduces three concrete examples:
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①
the postgraduates' active behavior through their shopping courses and English study training;
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②
practical English training during the firm's summer holidays for a group of the senior English training course;
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③
off-time special seminar for Hino's young fellows on the simulation study for the passenger car re-production.